Process Recording<\/p>\n
Tolulope I. Moses
\nMaster of Social Work, Walden University
\nSOCW 6311
\nDr. Ashley Nazon
\nApril 20, 2022<\/p>\n
1). Description of Client(s): The client lives with her mother, stepfather, and 16-year-old sister.
\n2). Presenting Problem: The client, a young adult, is a junior at Madison High School. Currently, the client is in 9th grade and attends virtual class three times a day. The patient has been diagnosed with a dissociative personality disorder. The patient has also tested positive for teen pregnancy. Family history shows that her mother has bipolar disorder, which increases her unborn child\u2019s risk. She has exhibited signs related to that indicated extremity regarding behavior, citing the need for early intervention.
\n3). Purpose of Session (why is the client being seen). The purpose of the session was to establish the nature of the client\u2019s health status considering the demanding health factors at her age. Being a teenager and showcasing signs of dissociative personality disorder, it is important to closely monitor the client\u2019s health status and provide the best care for her and the unborn child.
\n4). Objectives\/Goals of this session: To ascertain the provision of comprehensive and holistic care to the client and improve the client\u2019s overall health.
\n5. After spending time with the client\u2019s nurse, I took part in the session as it commenced with a casual introduction.<\/p>\n
Dialogue\/Content
\nSkills\/Theory\/Conceptual Framework Used \tAssessment of Patient\/Client
\n(Dialogue Analysis)\tStudent’s impressions, feelings, and reactions to the client\u2019s interview
\nThe clinician commenced with the usual introduction to the client. The clinician inquired from the client if she was okay with me taking part in the session.\tEngagement and Empowerment\tFrist, formally asking for the client\u2019s consent before commencing the session was important to assure her of the confidentiality. Second, it is important to empower the client and provide guidance which is vital in social work.\tThe nurse played a crucial role by allowing me to participate in the session through the formal introduction and ensuring the client was willing to share her feelings in my presence.
\nThe clinician started by asking if the client participated in extracurricular activities which she responded with a \u2018no\u2019 response. The client further states that she has performed exceptionally well in her academics with straight \u2018As\u2019 and \u2018Bs.\u2019\tOpen-ended questions communication strategy (Kim et al., 2019). \tAsking the client whether she participates in extracurricular activities sets the direction of the conversation, making her open up about things she loves. For instance, her academic performance.\tThis allows me to know more about the client and her prowess in her studies.
\nActive communication is essential in getting information from the client. The clinician enquired further from the client whether she was aware of BC, which said she does not but knows about condoms.\tCommunication Approach: Active Listening \tAt this point, the client can freely disclose personal information regarding her sex life. And although she aspires to become a mortician, she keeps abreast with changes in other areas, especially things that affect teens.\tAn active listening approach is ideal for understanding the client\u2019s perception, especially through nonverbal cues.
\nAs the clinician engages the client and educates her about the BC shot, the client shows interest and states that she would like to get the shot. \tFurther exploration of the Client\u2019s feelings\tFocusing on the positive things that the client associates with is essential in boosting her morale. \tReflecting on the client\u2019s experiences, I realized that she is an above-average student with plans for her future. She mentions that she would like to complete school and get a job and an apartment to take care of the newborn.
\nConsidering the overwhelming symptoms of mental health and family history of ADHD, it is important to set goals in the session to help the client overcome these problems b provide needed care and support.\tSetting Goals and Self-Motivation \tEncouraging the client to continue her studies and pursue her career is a great point to boost her self-esteem. \tI agree with the clinician to continue monitoring the client\u2019s condition and recommend the best care and support for her as she deals with her health condition and pregnancy.
\nSummary Assessment\/Analysis of the Session
\nA.\tIdentify the stage of work with the client\/client system (i.e., pre-engagement, engagement, assessment, intervention, Assessment). Why?
\nIntervention; at this point, the client needs medication and behavioral therapy to help her cope with pressures associated with teen pregnancy and ADHD (Faraone & Larsson, 2019).
\nB.\tWhat did you learn from the session that adds to your understanding of the client?
\nI learned that despite the client being young, she is ambitious and looks forward to taking control of her life.<\/p>\n
C.\tWhat were the major themes of the session?
\nThe clinician educates the client on teen pregnancy and dissociative personality disorder. The client needs to understand the risks of engaging in teen sex as it can disorient the direction of her life.
\nD.\tWhat were the challenges presented during the session?
\nThe client does not confide in her mother as she thinks her mother told doctors she likes to play dress up and act like different people. This further complicates her situation since she has a small circle of people close to her.
\nE.\tWhat was accomplished during the session?
\nThe clinician empowered the client by educating her on teen pregnancy and dissociative personality disorder and encouraging her to pursue her career dreams.
\nF.\tWhat concepts or theories, or interventions did you apply? And what were the results–what worked and didn’t give the socio-cultural context of the client’s presenting problem(s) and underlying issues?
\nI employed strength and empowerment theories to aid the client in overcoming low self-esteem. The strength theories are effective in counseling the client by leveraging positive things accomplished or looking forward towards (Kirst-Ashman & Hull., 2019).
\nG.\tA summary of the student\u2019s impression
\nThe clinician was direct in her approach and employed practical skills and tools to communicate, counsel, motivate and inspire the client.
\nH.\tQuestions for Supervision
\nThe parent\u2019s relationship lacks; thus, the client does not have the necessary family support. How frequently should the client\u2019s ADHD be monitored? Should the client continue with her studies or take some time off to care for the newborn? Should the client consider other maternal options to take care of her unborn child?
\nFuture Plans
\nThe client should be scheduled for regular checkups regarding her pregnancy and psychotherapy sessions for the next month to establish her she is coping and provide any other needed care and support.<\/p>\n
References
\nFaraone, S. V., & Larsson, H. (2019). Genetics of attention deficit hyperactivity disorder. Molecular psychiatry, 24(4), 562-575. https:\/\/www.nejm.org\/doi\/full\/10.1056\/NEJMra1917069
\nKim, S., Krishna, A., & Dhanesh, G. (2019). Economics or ethics? Exploring the role of CSR expectations in explaining consumers’ perceptions, motivations, and dynamic communication behaviors about corporate misconduct. Public Relations Review, 45(1), 76-87 http:\/\/creativecommons.org\/licenses\/by\u2010nc\u2010nd\/4.0\/
\nKirst-Ashman, K. K., & Hull, G. H., Jr. (2019). Understanding Generalist Practice (8th ed.). Cengage Learning.<\/p>\n","protected":false},"excerpt":{"rendered":"
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